Teaching methods and techniques pdf

In essence, the students may find out the English vocabulary based on clues in the surrounding context. Learning vocabulary through guessing. It may be speculated that the students may learn the meaning of word in context and it needs a special approach d.

Learning vocabulary though definition. It is useful in guiding the students to be able to define the meaning of words and to arrange word into the correct sentence.

Learning vocabulary through derivation. It means that the students must be able to derive words correctly. It comes only with practice or by studying the rules of how to form noun, adjective, adverb, etc. From the provided ways above, it can be further understood that learning vocabulary through creativity is an effective way to make the students to be more creative since it provides the pictures as the media of teaching.

The pictures provided, of course, should be really interesting and challenging. Hence, the pictures provided by the English teachers should attract the students to study pictures given and to make efforts find out their meaning. By this way, the students may gradually increase their vocabulary proficiency. Besides, some interesting pictures should be given some days before the oral work, and the students should be asked to prepare a talk regarding to the pictures.

In this case they can choose any aspect of the pictures for their talk. If they encounter difficult word they can consult their dictionary. It is a good way to encourage the students to be more creative in learning English vocabulary. In addition to using picture, Wallace suggest that the English teachers call also use a number of games.

Secondly is an increase emphasis on the importance of 'real communication. Also, the language games are able to increase the students' motivation in learning English as they stress mostly on real communication. However, in choosing appropriate games, there are many factors that need to be considered by the English teachers, one of them is appropriacy.

Briefly, the English teachers should be more careful to choose games if they want to make them profitable in learning process. If games are expected to bring the objective result, they must correspond the students' level and age or to the material that being taught.

Hence, Angela suggests that "not all games can be appropriate for all students irrespective of their age". It means that the different of age requires various topics, materials, and modes of games.

Furthermore, structured games that practice or reinforce a certain grammatical aspect of language should be related to students' abilities, and prior knowledge Thus, games become difficult when the task or the topic is unsuitable or outside the students' experience so that they will not be interested in learning English vocabulary.

Regarding, to the main advantage of games, Angela also sets that they enable the students to acquire new experience with a foreign language which are not always possible during a typical lesson. Furthermore, by using games, "students can remember things faster and better" Amato, These factors are the students' level, the material taught, and the length of time provided. Strategies of Meaning Vocabulary As stated the previously explanation that vocabulary is "a requisite for reading comprehension, in which the people who do not know the meaning of words are most probably poor readers.

To learn and retain the meaning of words, of course, the English teachers should be able to apply a variety of meaning vocabulary strategies as stated below: 1. Possible Sentence In general, the purpose of possible sentence is to help students determine the meaning, of unknown words by pairing with know words in the sentence they think might be 'possible to he found in a text. As regard with possible sentence strategy stated before, the last study conducted by Moore and Moore reveal that it was designed to help the students to: a.

Based on both explanations, it is clear that possible sentence places great emphasis on recognizing the meaning words in the context when the students read. List Group Level If English teachers intend to employ list group as a meaning vocabulary strategy, they should be able to make students associate the terms with the topic taught.

The terms associate could be consisting of listing, grouping, or labeling thewords. Dealing with list group label, Oxford states that it can be called semantic mapping also. This strategy involves meaningful imagery, grouping, and associating, it is virtually shown how certain group words relate to each other. Thus, a third concept must be able to help the students in memorizing, grouping, and associating of the words to be related to each other.

The Students then form an imagery link by visualizing a mental image of the key word interacting with English definition. Contextual Redefinition It is designed to enable the students to use context to make an informed guess about a words meaning. Moreover, it attempts to provide the students with a strategy for using context in reading situation, Hence, Readance identifies that contextual redefinition can be defined as "a strategy that stresses the importance in predicting and verifying word meanings.

In this case, context enables the students to make more informed guess about the meaning of words in print and to monitor those predictions by checking them for syntactic or semantic appropriateness as reading progress.

But, before applying this strategy, the English teachers should be able to provide the procedure accurately, among, these are; 1 select unfamiliar words, 2 write a sentence, 3 present the isolated words, 4 present the words in context, and 5 use a dictionary for verification.

Feature Analysis Feature analysis is designed to help the students to: 1 improve their vocabulary and categorization skill, 2 understand similarities and differences in related words, and 3 expand and retain content area vocabulary and concept. Thus the use of categorization may be regarded as a key concept in applying feature analysis.

Hence, Readance suggests that the simple categorization exercises and strategies can use list group as means of introducing the concept of categorization. Word Mapping It provides a framework for developing the students understanding of concept, including the hierarchical structure of theses concept and their attributes.

It is also designed to develop students' conceptual knowledge about a topic and to show hierarchical relationship of associated concepts. Shortly, the word map is a systematic teaching technique that attempts to develop students' knowledge in line with the given examples in a sentence. In addition to knowing examples from the students, applying of word map conducted by English teacher should be relevant to the students' learning activity.

Therefore, Robert, et al explains that the key to success of the word map is the student involvement and discovery that the strategy used will be more effective. Vocabulary Self-Collection Strategy Generally, the vocabulary self-collection strategy is intended to promote the grown in both students' general and content area of word knowledge. It is based on their prior experience and encourages in vocabulary development.

Download This Document. Showing pages 1 to 4 of 12 pages. Project 2: Case study. New technologies essential for year level as part of redevelopment and how they will support 21st century teaching. Prepare an information session to communicate the changes that will be taking place as a part of the redevelopment project. The strategies are focused on managing success of students with the help of learning practices and effective 21 st century teaching.

The following report will compare traditional teaching and learning with new practices, and will examine the use of new technologies and internal and external partnerships to enhance teaching and learning. Not only are there dozens of teaching methods to explore, it is also important to have a sense for how they often overlap or interrelate. One extremely helpful look at this question is offered by the teacher-focused education website Teach. In this method, students learn from and are continually assessed on such activities as group projects, student portfolios and class participation.

In the high-tech approach to learning, teachers utilize many different types of technology to aid students in their classroom learning. Low-Tech Approach to Learning Technology obviously comes with pros and cons, and many teachers believe that a low-tech approach better enables them to tailor the educational experience to different types of learners. Additionally, while computer skills are undeniably necessary today, this must be balanced against potential downsides; for example, some would argue that over-reliance on spell check and autocorrect features can inhibit rather than strengthen student spelling and writing skills.

Diving further into the overlap between different types of teaching methods, here is a closer look at three teacher-centered methods of instruction and five popular student-centered approaches. This method is also customarily low-tech since it relies on texts and workbooks rather than computers or mobile devices. Kinesthetic Learning Low Tech In the kinesthetic learning model, students perform hands-on physical activities rather than listening to lectures or watching demonstrations.

Kinesthetic learning, which values movement and creativity over technological skills, is most commonly used to augment traditional types of instruction — the theory being that requiring students to do, make or create something exercises different learning muscles.

In some instances, this means Individualized Education Programs IEPs for students with special needs, but today teachers use differentiated instruction to connect with all types of learners by offering options on how students access content, the types of activities they do to master a concept, how student learning is assessed and even how the classroom is set up.

Inquiry-Based Learning High Tech Rather than function as a sole authority figure, in inquiry-based learning teachers offer support and guidance as students work on projects that depend on them taking on a more active and participatory role in their own learning. Different students might participate in different projects, developing their own questions and then conducting research — often using online resources — and then demonstrate the results of their work through self-made videos, web pages or formal presentations.